Maths

First Meeting

Topic : Ordering dan comparing numbers

Learning Objectives :

• Compare pairs of three- and four-digit numbers, using the > and < signs, and find a number in between each pair.

• Use ordered lists and tables to help to solve problems systematically.

Activities :

• Ask learners to prepare some two-digits and three-digits numbers.

• Ask some learners (three or four) to show their numbers.

• Explain to the learners that they are going to practice putting the cards in numerical order.

• Review and practice how to compare the numbers. *Ask learners to do the exercise no.1-2 and 4 individually.

• Check their answers by asking one by one.

• Question no. 5-6 will do together. *Share the answer in the screen/jamboard and let learners write in their note book.

Resource : Cambridge Primary Math 4 Learner’s Book p.4, no.1, 2, 4, 5, 6

Second Meeting

Topic : Rounding numbers

Learning Obejctives : Round three and four digit numbers to the nearest 10 or 100

Activities :

• Tell learners that they will learn Rounding Numbers.

• Give an explanation about rounding numbers.

• Let learners give questions related to the topic.

• Share a jamboard/screen.

• Discuss about it.

Resources :

• Handout

• Video Rounding numbers

Third Meeting

Topic : Rounding numbers

Learning Objectives : Round three and four digit numbers to the nearest 10 or 100

Activities :

• Explain more about rounding numbers and give some examples.

• Let learners solve the questions in a jamboard and ask them to write them in a notebook.

• Send the answer to the teacher and check them together.

• Do the questions no.3-4 in Learners' Book page 4.

• Discuss the answers.

Resources :

• Handout

• Video Rounding numbers

First Meeting

Topic : Addition simple numbers (one/two-digit numbers)

Learning Objectives : Add three or four small numbers, finding pairs that equal 10 or 20

Activities :

• Draw some circles and insert some simple numbers in a circle and show for the whole class to see.

• Challenge learners to come up with a method for finding the total of the numbers inside each circle.

• Collect the responses.

Resources :

• Cambridge Primary Math 4 Learner’s Book page 8

• Additional resource : Jamboard

Second Meeting

Topic : Addition and Subtraction three digit numbers,

Learning Objectives :

• Add pairs of three digit numbers.

• Add any pair of two-digit numbers, choosing an appropriate strategy.

• Estimate and approximate when calculating, and check working.

• Subtracts a two digit number from a three digit number.

• Subtract pairs of three-digit numbers.

Activities :

• Learners are introduced to some words that are used for addition (add, addition, plus, increase, sum, total, altogether) and questions that ask to add (How many are there altogether, what is the total number of …?)

• Learners practice making number sentence stories.

• Learners are introduced to some words that are used for subtraction (subtract, subtraction, take, take away, minus, decrease, fewer, leave, difference) and questions to subtract (How many are left?, How many are left over, How many many are …. than ….?, How many fewer is .. than …?, etc.

• Learners practice subtraction of two-digit numbers by counting back, finding the difference and other methods. They are encouraged to choose their own method and explain it.

• Learners practice making number sentence stories.

• Learners continue to work out to solve subtraction problems.

First Meeting

Topic : Partitioning Addition and Subtraction

Learning Objectives :

• Choose strategies to find answers to addition or subtraction problems; explain and show working.

• Add pairs of three digit numbers.

• Subtract pairs of three-digit numbers.

Activities :

• Explains about partition.

• Give some examples to partition the numbers into ones, tens, hundreds, and thousands.

• Do the exercise (additional exercise).

• Learners need to break the numbers into tens and ones

• Learners need to break the numbers into hundreds, tens and ones

• Learners need to break the numbers into thousands, hundreds, tens and ones

• Then add or subtract the numbers.

• Share a screen/video

• Tell students that they will do the exercise/worksheet.

• Check their answers.

• Sharing the answer by asking the student one by one

Resources :

• Cambridge Primary Math 4 Learner’s Book page 12-13

• Video

Second Meeting

Topic : Do the activities and write into notebook

Learning Objectives :

• Add pairs of three digit numbers.

• Subtract pairs of three-digit numbers.

Activities : Do the activities page 12 no.1 and page 13 no.2

Resource : Cambridge Primary Math 4 Learner’s Book page 12-13 no 1-2

Topic : Solving Word Problems

Learning Objectives : Choose strategies to find answers to addition or subtraction problems; explain and show working

Activity : Work out to solve word problems

Resource : Cambridge Primary Math 4 Learner’s Book page 13 no.3 (a-d)

Topic : Problem solving Exercise

Learning Objectives : Choose appropriate mental or written strategies to carry out calculations involving addition and subtraction.

Activities :

• Ask learners to prepare their handouts and give them an explanation.

• Let learners solve the problems individually.

• Check their answers by asking one by one.

Resources :

• Handout 1a

• Handout 1b

1st Meeting

Topic : Lets Practice

Learning Objectives :

• Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens, and units.

• Compare pairs of three- and four-digit numbers, using the > and < signs, and find a number in between each pair.

• Add pairs of three digit numbers.

• Choose strategies to find answers to addition or subtraction problems; explain and show working.

Activities :

• Tell learners that they will do the exercise.

• Ask them to take the handout in the booklet. There are 2 pages.

• Let them do the first page individually, then share the answers to the class by asking them one by one.

• Share a jamboard/screen for the class to see the answers.

• Discuss the last page together.

Resource : Handout

2nd Meeting

Topic : Review

Learning Objectives :

• Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens, and units.

• Compare pairs of three- and four-digit numbers, using the > and < signs, and find a number in between each pair.

• Add pairs of three digit numbers.

• Choose appropriate mental or written strategies to carry out calculations involving addition and subtraction.

Activities :

• Tell learners that they will do a review.

• Share the link.

• Give explanation about the rules while they are doing their review.

• Give a chance to learners to ask something before we start the review.

• Give them time to do it individually.

• Ask them to recheck their work before they submit it.

Resource : Link will be shared when online meeting.

1st Meeting

Topic : Multiplying and dividing by 10 and 100

Learning Objectives :

• Multiply and divide three digit numbers by 10 (whole number answer) and understand the effect; begin to multiply numbers by 100 and perform related divisions.

• Understand that multiplication and division are the inverse function of each other.

Activities :

• Show student how to multiply and divide numbers by 10 and 100

• Give some examples

• Practice multiplying and dividing by 10 and 100

• Ask learners to do the activity p.6 no. 1-4 individually.

• Ask them to write it in their notebook.

• Share the answers by asking the learners one by one.

• Share a jamboard so the learners can see the answers.

• Then continue to do the next questions.

• Ask learners one by one until the last questions (p.7 no.11) and then type the answers in the jamboard.

Resources : Cambridge Math Learners’ Book page 6-7

2nd Meeting

Topic : Multiple of 2-5 and 10

Learning Objective : Recognize and begin to know multiples of 2, 3, 4, 5, and 10, up to the tenth multiple. Multiply any pair of single-digit numbers together.

Activities :

• Tell learners that they will learn the new topic “ Multiplication”.

• Show learners a multiplication table and ask them to take the worksheet in their handout.

• Ask them to fill in their name.

• Tell them that multiplication is the same as repetition addition.

• Give some examples of multiplication.

• Then ask them to fill in the chart 1-4.

• Check their answers.

• Challenge learners to do the chart 5-10.

• Check their answers.

• Explain the rules of multiplication and tell them that they have to memorize it.

Resources :

• Cambridge Math Learners’ Book page14 no. 1

• Worksheet

1st Meeting

Topic : Learning Multiplication facts

Learning Objectives :

• Multiply any pair of single-digit numbers together.

• Use knowledge of commutativity to find the easier way to multiply.

Activities :

• Tell learners that they will try to practice memorizing the multiplication.

• Share a video then ask them to watch the video until the end.

• Tell learners that they will start to memorize the multiplication 1-5 by shouting out the answers and using their fingers.

• Try several times.

• Challenge them to memorize the multiplication 6-10.

• Ask one by one of the students to shout out the answer of multiplication 6-10.

• Check their answers.

Resources :

• Video

• Cambridge Math Learners’ Book page14

2nd Meeting

Topic : Using Multiplication Facts

Learning Objectives :

• Multiply any pair of single digit numbers together

• Use knowledge of commutativity to find the easier way to multiply

Activities :

• Tell learners about repetition addition.

• Use repeated addition to add together the number in each row (5+5+5) or column (3+3+3+3+3)

• Multiply the number of rows by the numbers of columns. So, calculate five lots of 3, which is the same as 3x5 (the product of 3 and 5), or three lots of 5, which is the same as 5 x 3 (the product of 5 and 3)

• Ask learners to do the activities on page16-17.

• Check learners' answers by asking them one by one.

Resources :

• Cambridge Math Learners’ Book page16-17 no, 1-5

• Handout

1st Meeting

Topic : Investigating Patterns

Learning Objectives :

• Estimate and approximate when calculating, and check working.

• Check multiplication using a different technique, e.g. check 6x8=48 by doing 6x4 and doubling.

Activities :

• Tell learners that they will do the activity p.18-19.

• Give some examples.

• Do the activity no.1.

• Let learners do the next activity and try to solve the problems.

• Share the answers.

Resources : Cambridge Math Learners’ Book page18-19

2nd Meeting

Topic : Doubles

Learning Objectives : Double any two digit number

Activities :

• Explain the method to double the numbers. Challenge learners to solve the questions no.1 a-d (page 20).

• Discuss the answers.

• Ask learners to do the activity no.2 – 4.

• Discuss the answers.

Resources : Cambridge Math Learners’ Book page 20 no, 1-4

1st Meeting

Topic : Multiplying a two-digit number by a single digit

Learning Objectives :

• Recognize and begin to know multiples of 2, 3, 4, 5, and 10, up to the tenth multiple.

• Multiply a two digit number by a single digit number.

Activities :

• Explain the grid method by giving the examples.

• Do the activity p.22 together.

• Ask learners to check their answers.

Resource : Cambridge Math Learners’ Book page 22 no. 1-3

2nd Meeting

Topic : Multiplying a two-digit number by a single digit (Cont.)

Learning Objectives :

• Multiply a two digit number by a single digit number.

• Explain reasons for a choice of strategy when multiplying or dividing.

Activities :

• Do the activity p.23 together.

• Ask learners to check their answers.

Resources: Cambridge Math Learners’ Book p. 23 no. 4-7

1st Meeting

Topic : More Multiplication

Learning Objectives :

• Multiply a two-digit number by a single-digit number.

• Know multiplication for 2x, 3x, 4x, 5x, 6x, 9x, and 10x tables and derive division facts.

Activities :

• Recap methods for multiplying a two-digit number by a single-digit number: repeated addition, doubling and doubling again, partitioning, using an array, grid method, etc.

• They need to estimate and approximate when calculating to check working.

Resources: Cambridge Math Learners Book p. 52-54

2nd Meeting

Topic : Division

Learning Objectives :

• Divide two-digit numbers by single-digit numbers

• Check the result of a division using multiplication, e.g. multiply 4 by 12 to check 48 : 4.

Activities :

• Learners explain different methods; half and half again, using the number line, repeated subtraction.

• Remind learners that not all numbers can be divided into an equal amount, sometimes there is a reminder.

• Practice doing the division.

Resources: Cambridge Math Learners Book p. 56-57

1st Meeting

Topic : Division

Learning Objectives :

• Divide two-digit numbers by single-digit numbers.

• Check the result of a division using multiplication, e.g. multiply 4 by 12 to check 48 : 4.

Activities :

• Write the following equation on the screen/jamboard :

* 16 ÷ 4 = ?

• Ask the learners to solve the equation.

• Continue with the following equations:

* 12 ÷ 3 = ?

* 10 ÷ 2 = ?

• Learners should write their equations, with the answer, on a note card, which can be used as a formative assessment exit slip.

• Have learners work in a small, teacher-led group. Ask questions to get learners discussing their mathematical process and reasoning as they complete each problem

• Tell learners that they will do division by using some ways.

• Read aloud the first word problem from the worksheet Divide 'Em Up.

• Have learners work individually to complete the problem.

• Call on learners to share their thoughts.

Resource : Worksheet

2nd Meeting

Topic : Multiplication Exercise

Learning Objectives :

• Multiply a two digit number by a single digit number.

• Explain reasons for a choice of strategy when multiplying or dividing.

• Multiply any pair of single-digit numbers together.

• Use knowledge of commutativity to find the easier way to multiply.

Activities :

• Tell learners that they will do a multiplication Exercise.

• Ask learners to take their worksheets.

• Explain the way how to do the exercise.

• Give a chance for learners to ask something about the exercise.

• Tell learners that they will do it individually.

• Check learners’ answers.

Resources : Handout

1st Meeting

Topic : Long Division

Learning Objectives :

• Divide two-digit numbers by single-digit numbers (answer no greater than 20)

• Decide whether to round up or down after division to give an answer to a problem.

Activities :

• Tell the learners that today they're going to learn a strategy for solving long division problems. Write the word Division on the board.

• Let the learners know that division is an operation that tells us the number of groups that can be made out of another number.

• Play the video and ask learners to pay full attention.

• Give a chance for learners to ask questions related to the video.

• On the board, set up a division problem, such as 17/5. Solve the problem so that you are left with the answer 3 with a remainder of 2. Label each number with its corresponding name. 17 should be the dividend, 5 is the divisor, 3 is the quotient and 2 is the remainder.

• Define these terms for your students as follows :

- Dividend : In a division problem, the number that is to be divided is called the dividend.

- Divisor : In a division problem, the number that divides the dividend is called the divisor.

- Quotient : Upon division, the number obtained other than the remainder is called the quotient.

- Remainder : The remainder is the number that is left over after dividing.

• Put another problem on the board similar to the one just completed.

• Tell the learners to pick up their supplies and write the problem down.

• Ask for volunteers to raise their hands and share with the class the steps needed to complete this problem based on the problem just completed.

• Ask learners to take their worksheet and do the question 1-4.

• Give the learners time to solve the problems.

• Ask the learners to dictate to you how they solved the problem.

• Write their responses on the board.

• Review the problem with the class to check for accuracy.

• Make sure everyone has the problem written down as a reference for completing their assignment during independent work time.

Resources :

• Video

• Worksheet

• Additional material

2nd Meeting

Topic : Fun with Math

Learning Objectives :

• Divide two-digit numbers by single-digit numbers (answer no greater than 20)

• Decide whether to round up or down after division to give an answer to a problem.

Activities:

• Tell learners that they will do some division exercises.

• Ask learners to take the worksheet.

• They need to do ‘Division Challenge’ individually.

• Let learners ask some questions related to the worksheet.

• Give the learners time to solve the problems.

Resource : Division challenge

1st Meeting

Topic : Measurement (Introduction)

Learning Objectives :

• Choose and use standard metric units and their abbreviation (km, m, cm, mm, kg, gr, l, ml) when estimating, measuring and recording length, weight and capacity.

Activities:

• Greet learners.

• Tell learners that they will learn about measurement.

• Brainstorming about measurement.

• Share the usages of measurement to learners:

• To know how heavy/light something is,

• To know how long/short/tall something is,

• To know the volume of the liquid,

• To know the distance from one place to another,

• To know the temperature

• To know the period of time. etc.

• Ask learners to find some objects and think what is the best unit of measurement that they can use to measure the object.

• Present the result.

Resources:

Additional Information :Video

2nd Meeting

Topic : Measurement Weight

Learning Objectives :

• Choose and use standard metric units and their abbreviation (km, m, cm, mm, kg, gr, l, ml) when estimating, measuring and recording length, weight and capacity.

Activities:

• Begin the lesson by asking learners what weight measurement is best for a car, elephant, cup of sugar, and a mouse.

• Allow learners to share their response.

• Talk about weight measurement and the measuring tools.

• Show some tools of weight measurement (scales)

• Ask learners to find some objects and put it one by one on the scales to know their weight.

• Put them in order (heaviest to lightest or lightest to heaviest).

• Tell them the way to read the scales.

• Ask learners to do the exercise p.24 no.1

• Check learners’ answers.

Resources:

• Cambridge Math Learners Book p. 24

• Additional information : Slides

First Meeting

Topic : Telling the time (analogue and digital clock)

Learning Objectives : Read and tell the time to nearest minute on 12-hour digital and analogue clocks

Activities :

• Gather the students together in a group, and explain that they will be learning about analog and digital clocks.

• Ask the students what the difference is between an analog clock and a digital clock.

• Ask the students which clock is easier to use to tell time and why.

• Show the students the analog clock (jamboard). Explain to the students that an analog clock uses moving hands to show time. The long hand tells the minutes, and the short hand tells the hour. Ask the students what time the analog clock is currently displaying.

• Show the students the digital clock. Explain to the students that a digital clock shows the time with numbers.

• Point to the colon on the clock. Explain to the students that a colon is a punctuation mark that is used to separate the hours from the minutes in time. Explain to the students that the numbers on the left of the colon show the hour, and the numbers on the right of the colon show the minutes.

• Show a few times on the analog clock. Write down the times on the whiteboard as you show the times on the analog clock. Some examples could be: 3:00, 4:05, 4:20, 1:15, 2:30, 3:45, 5:30, 12:00.

• Explain to the students that when the time changes to a new hour, you must write the time with two zeros in the minutes. Show examples on the clock, and write the examples on the whiteboard.

• Show a few more times on the analog clock.

Resources :

• Jamboard

• Additional information

Second Meeting

Topic : Telling time (a.m and p.m)

Learning Objectives :

Activities :

• Talk with your class about time. Explain to your students that being able to read time is important because it ensures that they will be on time to appointments or meetings later on in life. Tell students that reading time can also help them keep track of everything they do in a day, and it is necessary to create a schedule.

• Remind students about digital and analogue clocks.

• Talk about what a.m. and p.m. mean. Define a.m. as meaning the time before noon, so from midnight to 11:59 in the morning. Define p.m. as meaning after noon, from the middle of the day until the middle of the night. (see in jamboard).

• Ask learners to do the question in the book page 26-27

• Guide students to do the exercise.

• Let the students do the exercises individually.

• Check students’ answers.

Resources :

• Cambridge Math Learners Book page 26-27

• Jamboard

1st Meeting

Topic : Time in a day

Learning Objectives :

• Read and tell the time to nearest minute on 12-hour digital and analogue clocks

• Use a.m., p.m. and 12-hour digital clock notation

Activities:

• Tell learners about the previous topic about time.

• Remind learners about o’clock, past, half past, and to.

• Give some examples.

• Tell the learner about the time in a day. There are 24 hours in a day.

• Explain the difference between 24 hours and 12 hours (am and pm) in a day.

• Give some examples.

• Guide learners to do the worksheet p.2

• Check their answers.

Resources: :Worksheet

2nd Meeting

Topic : Telling the Time Worksheet

Learning Objectives :

• Read and tell the time to nearest minute on 12-hour digital and analogue clocks

• Use a.m., p.m. and 12-hour digital clock notation

Activities:

• Greet learners.

• Tell learners to prepare the worksheet.

• Revise the learners about reading the time by using o’clock, past, to, half past, etc.

• Give some examples; 2 o’clock (2:00), half past 10 (10:30 ), ten past two (02:10), seven to eleven (10:53).

• Ask learners to do the worksheet p.3 individually.

• Check their learners.

Resources: :Worksheet

Topic : Using timetables

Learning Objectives : Read simple timetable and use a calendar

Activities :

• Ask students to try to make their own schedule/daily routines with the time.

• Calculate the time.

• Show the screen and give some examples.

• Ask them to write it in their notebook.

• Check students’ work

• Tell students to open the book page 28 no.1.

• Discuss the answer together.

Resources :

• Daily routines

• Cambridge Math Learners Book page 28

Topic : Telling and Measuring Time

Learning Objectives :

• Understand everyday systems of measurement in length, weight, capacity and time and use these to solve simple problems as appropriate.

• Choose units of time to measure time intervals

Activities :

• Greet the students.

• Tell the student that they will do some exercises.

• Do the activity page 74-75

• Discuss the answer together by asking the students one by one.

• Tell learners to do the exercise page 96-97 as homework then submit in gclassroom.

Online (Using timetables and Calendar):

• Talk to students about their schedule/daily routines

• Let students to share their ideas

• Tell students to open the book page 28 no.1.

• Discuss the answer together.

• Write the answers in the book.

• Tell learners to open the book page 76 no.1..

• Let them answer it individually.

• Check their answers.

Resources :

• Cambridge Math Learners Book page 74-75 and page 96-97.

• Cambridge Math Learners Book page 28 and 76

1st Meeting

Topic : Measuring Capacity

Learning Objectives :

• Choose and use standard metric units and their abbreviation (km, m, cm, mm, kg, gr, l, ml) when estimating, measuring and recording length, weight and capacity.

• Know and use the relationships between familiar units of length, mass and capacity, know the meaning of kilo, centi, and milli.

• Where appropriate, use decimal notation to record measurements, e.g. 1.3m, 0.6kg, 1.2l.

Activities:

• Tell learners that they will learn the topic on p.92

• Ask learners to try to solve the problem in ‘Let’s investigate’ individually.

• Let learners share their answers.

• Discuss the answer together.

• Remind learners about measurement, then tell them that they will learn about capacity (ml, l, or kl, 1 liter = 1000ml).

• Ask them to solve the problem no.1-2.

• Discuss the answer together by asking the learners one by one.

Resources: Cambridge Math Learners Book p. 92-93

2nd Meeting

Topic : Converting Measurement (1)

Learning Objectives :

• Understand everyday systems of measurement in length, weight, capacity and time and use these to solve simple problems as appropriate.

• Know and use the relationships between familiar units of length, mass and capacity, know the meaning of kilo, centi, and milli.

Activities:

• Tell learners that they will learn about converting the measurement.

• Ask them to take the worksheet.

• Teach them how to convert the measurement units.

• Give some examples.

• Ask learners to answer the questions individually.

• Tell learners that they will discuss the answer in the next meeting.

• Give a chance for them to ask if they don’t understand.

Resources: :Worksheet 1

1st Meeting

Topic : Converting Measurement (Decimal Notation)

Learning Objectives:

• Where appropriate, use decimal notation to record measurements, e.g. 1.3m, 0.6kg, 1.2l.

Activities:

• Tell learners that they will learn about converting the measurement in decimal notation.

• Teach them how to convert the measurement units in decimal notation.

• Ask them to take the worksheet.

• Let learners do the worksheets individually (no1-6).

• Discuss the answers together.

Resources:

• Worksheet

• Additional (converting measurement):Video

• Additional (decimal notation):Video

2nd Meeting

Topic : Converting Measurement (Decimal Notation) /Cont.

Learning Objectives: Where appropriate, use decimal notation to record measurements, e.g. 1.3m, 0.6kg, 1.2l.

Activities:

• Tell learners that they will continue the exercise.

• Go to the next page (Measurement Word Problems)

• Let the learners solve the problems individually.

• Discuss the answers together.

• Recheck the students’ answers by asking them to share their answers.

Resources: worksheet

1st Meeting

Topic : Introduction of Area

Learning Objectives :

• Understand the area is measured in square units, e.g. cm2

• Find the area of rectilinear shapes drawn on a square grid by counting squares,

Activities :

• Brainstorm about shapes.

• Tell the learners about the area of a shape.

• Ask learners to do the activity p.30-31 together.

• Let learners try to answer the questions one by one.

• Check their answers.

• Give an explanation or conclusion about the activity today.

Resources : Cambridge Math Learners Book page 30-31

2nd Meeting

Topic : Area of regular and irregular shapes

Learning Objectives :

• Understand the area is measured in square units, e.g. cm2

• Find the area of rectilinear shapes drawn on a square grid by counting squares

Activities :

• Ask learners to give examples of regular and irregular shapes.

• Let them share their ideas.

• Explain more information about regular and irregular areas of shapes.

• Ask learners to take their worksheet

• Explain the rules/formulas to find the area of the shapes.

• Give some examples

• Give some questions and ask learners to solve it.

• Check the answers.

• Tell learners to take the worksheet.

• Let them to do the exercise no.1-2

• Guide the learners who need help.

• Ask the learners to share their answers.

• Check the answers.

Resource: Worksheet

Topic : Introduction of Perimeter

Learning Objectives :

• Draw a rectangle, measure and calculate their perimeters.

• Estimate and approximate when calculating, and check working.

Activities :

• Tell learners that they will learn about perimeter.

• Explain the information and rules/formulas of perimeter of regular and irregular shapes.

• Discuss the questions in learner’s book page 32-33

• Ask learners to share the answers.

• Check the answers.

Resource : Cambridge Math Learners Book page 32-33

Topic : Area and Perimeter Worksheet

Learning Objectives :

• Understand the area is measured in square units, e.g. cm2

• Find the area of rectilinear shapes drawn on a square grid by counting squares,

• Draw a rectangle, measure and calculate their perimeters.

• Estimate and approximate when calculating, and check working.

Activities :

• Discuss the activity in Learners’ Book page 100-101.

• Guide learners to try to solve the problems.

• Give time for them to figure out the answers.

• Share the answers and check their works.

• Ask learners to prepare the worksheets.

• Answer question no.1 (regular and irregular shapes) together with learners.

• Guide learners to try to solve the questions.

• Give the opportunity to answer the questions individually.

• Check their answers by asking the learners one by one.

Resources :

• Cambridge Math Learners Book page 100-101

• worksheet

1st Meeting

Topic : Place Value in decimal numbers

Learning Objectives :

• Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens, and units.

• Explain methods and reasoning orally and in writing; make hypotheses and test them out.

• Count on back in ones, tens, hundreds, thousands from four-digit numbers.

Activities :

• Greet learners

• Review numbers in place value.

• Explain place value in decimal numbers, examples:

- 128.5 = 1 is in a hundred places, 2 is in ten places, 8 is in one/unit place, 5 is in tenth place.

- 27.86 = 2 is in ten place, 7 is in one/unit place, 8 is in tenth place, 6 is in hundredth place.

• Ask learners to take a learner's Book and open page 42.

• Explain the instruction and let learners do it individually.

• Check their works by asking one by one to write the answers on the board.

Resource : Cambridge Primary Math 4 Learner’s Book page 42 no.1a-c

2nd Meeting

Topic : Place Value Worksheet / Money

Learning Objectives :

• Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens, and units.

• Explain methods and reasoning orally and in writing; make hypotheses and test them out.

• Count on back in ones, tens, hundreds, thousands from four-digit numbers.

Activities :

• Tell learners that they will do a worksheet.

• Share it.

• Explain the instructions.

• Let learners do it individually.

• Discuss the answers by asking learners one by one.

• Talk about money/currency

• Explain to learners that $1 = 100 cents, $1.45 = 145 cents, etc.

• Ask learners to do the question no.2-6

• Share the answers to class and ask learners to check their answers.

Resource : Cambridge Primary Math 4 Learner’s Book page 43 no.2-6

1st Meeting

Topic : Introduction of Positive and Negative Numbers

Learning Objectives:

• 4Nn13 – Use negative numbers in context, e.g. temperature

• 4Nn14 – Recognise and extend number sequences formed by counting insteps of constant size, extending beyond zero when counting back

• 4Ps6 – Describe and continue the number sequence e.g. 7, 4, 1, -2 ... identifying the relationship between each number.

Activities:

• Greet learners

• Talk about positive and negative numbers; the meaning, the differentiation, and some examples.

• Ask learners to give some examples of positive and negative numbers.

• Talk about temperature and the relationship between positive and negative numbers.

• Give some examples and ask learners to answer them.

• Check their answers.

Resources: Cambridge Primary Math 4 Learner’s Book p.44

2nd Meeting

Topic : Positive and negative numbers

Learning Objectives:

• 4Nn13 – Use negative numbers in context, e.g. temperature

• 4Nn14 – Recognise and extend number sequences formed by counting insteps of constant size, extending beyond zero when counting back

• 4Ps6 – Describe and continue the number sequence e.g. 7, 4, 1, -2 ... identifying the relationship between each number.

Activities:

• Tell learners that they will do learners’ book p.44- 45 no. 1-6

• Let learners do the exercise individually.

• Learners will take turns to answer them and write them on the board.

• Check their answers.

Resources: Cambridge Primary Math 4 Learner’s Book p.44- 45 no. 1-6

1st Meeting

Topic : Introduction of Odd and Even Numbers

Learning Objectives :

• Recognize odd and even numbers.

• Make general statements about the sums and differences of odd and even numbers.

• Explore and solve number problems and puzzles, e.g. logic puzzles.

Activities :

• Remind learners about odd and even numbers.

• Ask them to give some examples.

• Write their answers on the board.

• Write 4 number cards on the board (5 - 7 - 4 - 6)

• Tell learners to arrange them to make odd and even numbers by using 3 digit numbers and 4 digit numbers.

• Discuss and write their answers on the board.

Resource : Cambridge Primary Math 4 Learner’s Book p.46-47

2nd Meeting

Topic : Odd and even numbers

Learning Objectives :

• Recognize odd and even numbers.

• Make general statements about the sums and differences of odd and even numbers.

• Explore and solve number problems and puzzles, e.g. logic puzzles.

Activities :

• Talk to learners about odd and even numbers 1- 1000.

• Discuss what they are learning from it.

• Tell learners that they will do the activity p.46 no.1-4

• Let learners do it individually.

• Ask learners to write the answers on the board.

• Tell learners that they will do the next activity p.47 no.5-8

• Ask learners to answer it one by one and write the answers on the board.

• Discuss it and check learners’ answers.

Resource : Cambridge Primary Math 4 Learner’s Book p.46-47 no,.1-8

1st Meeting

Topic : Number Sequencing

Learning Objectives:

• 4Nn13 – Use negative numbers in context, e.g. temperature.

• 4Nn14 – Recognise and extend number sequences formed by counting in steps of constant size, extending beyond zero when counting back.

Activities:

• Greet learners

• Remind the previous lesson about negative numbers and challenge them to give some examples.

• Ask learners to do the negative numbers task

• Check their answers.

• Tell learners that they will learn about sequence of numbers or number patterns.

• Give some examples.

• Share this link : Number sequencing and tell learners to try to do it individually..

• Give a conclusion about the activity today.

Resources:

• Negative numbers task

• number sequencing

2nd Meeting

Topic: Special Numbers

Learning Objectives:

• 4Nn13 – Use negative numbers in context, e.g. temperature.

• 4Nn14 – Recognise and extend number sequences formed by counting in steps of constant size, extending beyond zero when counting back.

• 4Nn15 – Recognize odd and even numbers.

• 4Ps6 – Describe and continue number sequences e.g. 7, 4, 1, -2 ....identifying the relationship between each number.

Activities:

• Tell learners that they will do Let’s Investigate p.82.

• Let learners do it individually.

• Check their answers.

• Ask learners to do the activity no.1-3 individually.

• Give some explanations.

• Give a chance for learners to solve the problems by themselves.

• Share the answers by asking learners one by one.

• Write the answers on the board.

• Ask learners to do the activity no.5-7 together.

• Discuss and share the answers by asking learners one by one.

• Write the answers on the board.

Resources: Cambridge Primary Math 4 Learner’s Book p.82-83 no,.1-3, 5-7

1st Meeting

Topic : Review

Learning Objectives :

• Use decimal notation and place value for tenths and hundredths in context. E.g. order amounts of money; convert a sum of money such as $13.25 to cents or a length such as 125 cm to meters; round a sum of money to the nearest dollar

• Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens, and units.

• Count on and back in ones, tens, hundreds, and thousands from four-digit numbers.

• Recognize odd and even numbers.

• Use negative numbers in context, e.g. temperature

• Recognise and extend number sequences formed by counting insteps of constant size, extending beyond zero when counting back

• Make general statements about the sums and differences of odd and even numbers.

• Explore and solve number problems and puzzles, e.g. logic puzzles.

Activities :

• Greet learners

• Tell learners that they will do review

• Show the screen/review.

• Explain the instructions to the learners about the review.

• Give a chance for them to ask questions.

• Share the link

• Let learners do it individually.

Resource : The link will be shared when online meeting.

2nd Meeting

Topic : Introduction Fractions

Learning Objectives : 4Nn19 – Recognize the equivalence between; ½, 4/8 and 5/10; ¼ and 2/8; 1/5 and 2/10.

Activities :

• Greet learners

• Ask learners about Fraction

• Give a chance for them to answer.

• Tell learners that they will learn a fraction.

• Tell learners about numerator and denominator. Explain the meaning and give some examples.

• Show the video about equivalent fractions.

• Tell learners about equivalent fractions and give some examples.

• Do the activity p.84 no.1-2 individually.

• Check their answers.

• Share a link (online worksheet).

• Tell learners that they will do it individually.

• Check their answers by asking them one by one.

Resources :

• Video

• Online woksheet (1)

• Online worksheet (2)

1st Meeting

Topic : Fractions Terms

Learning Objectives:

• Recognize the equivalence between; ½, 4/8 and 5/10; ¼ and 2/8; 1/5 and 2/10.

• Order and compare two or more fractions with the same denominator (halves, quarters, thirds, fifths, eights or tenths),

Activities:

• Explain that a fraction is a part of a whole number. Tell learners that the word ""part"" means the opposite of the word ""whole"". Part of something is just some of it but the word whole means all of it. Show examples of the meaning of ""part"" vs. ""whole"" using complete sentences and images.

• Revise about numerator and denominator. State that the number on top of the line is called the numerator and it represents the parts being counted. Explain that the number below the line is called the denominator and it signifies the total parts that make up the whole.

• Have learners work independently to determine the fraction represented by each image and describe it to the class. (see Resources p.1-2)

• Let the learners talk about the worksheet.

• Tell the learners to open the next page 3-4.

• Tell the learners that they need to solve the problems.

• Give the learners time to solve it.

• Share the answers by asking learners one by one.

• Check their answers.

Resources: worksheet

2nd Meeting

Topic : Equivalent Bars Fraction (cont.)

Learning Objectives:

• Recognize the equivalence between; ½, 4/8 and 5/10; ¼ and 2/8; 1/5 and 2/10.

Activities:

• Tell students that they will continue to practice shaded bars and identify the fractions.

• They need to complete the equivalent fractions task.

• Have learners complete this task independently.

• Ask learners to answer and share it with the class.

• Check their answers

Resources: worksheet

1st Meeting

Topic : Fractions and decimals

Learning Objectives : Understand that ½ is equivalent to 0.5 and also to 5/10.

Activities :

• Tell learners that they are going to learn fractions and decimals.

• Show those videos.

• Review briefly with the learners on how to use a place value chart to write a fraction as a decimal and a decimal as a fraction.

• In the first problem, the learners change 4/10 to a decimal.

• Remind the learners that we say the fraction and decimal name the same.

• The word name for this fraction is four-tenths. This means that the 4 is in tenth place.

• Model this for the learners by writing the 4 in the decimal place value chart.

• Give some examples and ask learners to write into their notebook.

Resources :

• Converting base-10 fractions

• Converting any fraction

• Handout

2nd Meeting

Topic : Fractions, decimals and mixed numbers

Learning Objectives :

• Understand that ½ is equivalent to 0.5 and also to 5/10.

• Find halves, quarters, thirds, fifths, eights, and tenths of shapes and numbers.

• Recognise mixed numbers, e.g. 5 3/4 , and order these on a number line,

Activities :

• Tell learners about proper fractions, improper fractions and mixed numbers.

• Explain the definition and give some examples.

• Do the exercise in handout.

• Check learners' answers.

• Ask learners to do the activity page 86-87 individually.

• Check learners' answers by asking one by one.

• Give more explanations if they don't understand the topic.

Resources :

• Cambridge Math Learners' Book p.86-87

• Handout

1st Meeting

Topic: Fractions and divisions

Learning Objective:

• Relate finding fractions to division.

Activities:

• Tell learners about the topic and share the video 1 and 2.

• Ask learners' responses about those videos.

• Write 2 fractions on the board: 1 proper & 1 improper (2/3 and 5/2). Review math terms: numerator, denominator and what makes a fraction proper or improper.

• Model examples of fair share problems using the two fractions you have written on the board: (2/3: Two cookies are shared between three friends; 5/2: Five cookies are shared between two friends).

• Have students verbally reflect on the differences between the two examples.

• Share a screen about Interpret fraction as division.

• Ask learners' to give the answer.

• Give the explanation.

• Ask learners to do the activity p.88-89 individually.

• Check their answers by asking one by one.

Resources:

• Connecting Fractions and Division: video

• understanding fractions

• interpret a fraction as a division

• Cambridge Math Learners Book p. 88

2nd Meeting

Topic: Introduction of Ratio and Proportion

Learning Objectives:

• Begin to understand simple ideas of ratio and proportion. e.g. a picture is one fifth the size of the real dog. It is 25 cm long in the picture, so it is 5 x 25 cm long in real life.

• Explore and solve number problems and puzzles, e.g. logic puzzles."

Activities:

• Tell learners that they will learn Ratio and Proportion.

• Share the video 1 and 2.

• Give the explanation by using share a screen.

• Discuss the question p 90 no.1-2

• Share the answers in the board

• Ask learners to do the exercise p. 91 no.3-6 individually..

• Check learners’ answers.

Resources:

• Ratio and rates: video

• Proportions: video

• Cambridge Math Learners' Book p. 90-91 no.1-6.

1st Meeting

Topic : Pizza Fraction Project

Learning Objectives :

• Relate finding fractions to division.

• Find halves, quarters, thirds, fifths, eights, and tenths of shapes and numbers.

• Explain methods and reasoning orally and in writing.

Activities :

• Tell learners about the project.

• Give an explanation about the rules/instructions to make the project.

• Ask them to prepare the materials.

• Let learners do the project individually.

• Give a chance for learners to ask questions if they don’t understand the project.

• Learners may continue the project after the class if they are not done it yet.

Resource : Fraction project

2nd Meeting

Topic : Angles and Turning

Learning Objective : 4Gp2 – Know that angles are measured in degrees and that one whole turn is 360 degrees or four right angles; compare and order angles less than 180 degrees.

Activities :

• Introduction of angles.

• Share video.

• Talk about angles and turning.

• Share the presentation.

• Talk about the presentation of angles and turning.

• Do the question no.1-3 page 58-59.

• Check their answers.

• Discuss for a while about this topic.

• Ask learners to do the questions no.4-7 page 60-61.

• Check learners' answers.

Resources :

• Video

• Presentation

• Math Cambridge Learners' Book page58-61

First Meeting

Topic: Position and directions

Learning Objectives:

• Describe and identify the positions of a square on a grid of squares where rows and columns are numbered and / or lettered.

• Devise the directions to follow a given path.

Activities:

• Introduce learners about coordinate, axis, grid, etc.

• Give them some examples by showing the presentation.

• Ask learners to solve the problem in a presentation.

• Do the worksheet.

Resources:

Presentation

Video

Grid graph paper

Second Meeting

Topic: Shapes and symmetry

Learning Objectives:

• Describe and identify the positions of a square on a grid of squares where rows and columns are numbered and / or lettered.

• Devise the directions to follow a given path.

• Identify and sketch lines of symmetry in 2D shapes and patterns

• Find examples of shapes and symmetry in the environment and art

Activities:

• Tell learners the topic.

• Hold up the construction paper heart, then hold up a mirror across its center to reflect its left half. Lift the mirror and ask students whether the reflection matches what's behind the mirror.

• Check for symmetry in other directions by holding the mirror across different parts of the heart and repeating the process of thinking aloud.

• Explain that something has symmetry if it can be split into two mirror-image halves. For example, a heart is symmetrical because you can fold a picture of it in half and see that both sides match.

• Show the class that the heart is only symmetrical in one direction. Fold the heart vertically and horizontally to show where the halves match and do not match. Place a piece of bright colored yarn across the vertical fold.

• Explain that the piece of yarn, which marks where you held the mirror and made the proper fold, represents the heart's line of symmetry.

• Share the presentations.

• Ask learners to give their opinion about symmetry.

• Do the worksheet by asking the learner one by one.

• Discuss and let learners ask questions if they don't understand them.

• Check learners’ understanding.

Resources:

• Presentation1

• :Presentation 2

Online worksheet :

• line of symmetry

• Reflection

• Geometric coordinates

• :Mark Coordinate

Topic : 2D Shapes

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Tell learners that they will learn 2D shapes.

• Ask learners to give some examples of 2D shapes.

• Encourages learners to explain their answers in detail.

• Tell learners about polygons and quadrilaterals.

• Do the activity page 67-69.

• Check learners' answers.

Resources :

• 2D shapes and attributes

• Cambridge Mathematics Learners' Book page 66-69

2nd Meeting

Topic : 3D Shapes

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Ask learners to give some examples of 3D shapes

• Ask them to give more details (attributes/properties of 3D Shapes).

• Share the presentation.

• Discuss and let learners give feedback about it.

• Do the activity p.70-71, then check their answers by asking them one by one.

Resources :

• Cambridge Mathematics Learners' Book p.70-71.

• 2D and 3D shapes presentation

Online :

Topic : Do the exercise!

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Ask learners about the previous lesson.

• Tell learners that they will do the exercise.

• Share the link

• Discuss the answers.

Resources :

• Worksheet 1

• Worksheet 2

• Kahoot

1st Meeting

Topic : 2D/3D shapes Properties and Nets

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Greet learners

• Revise the previous lesson about 2D and 3D shapes

• Talk about their properties

• Give some questions to check understanding the learners

• Share a grid-dot paper

• Ask learners to draw the shape that is written on the board on a grid-dot paper

• Identify the shape and write their properties on the paper

• Check the learner's answer

• Show the Geometric Nets printable paper to the learners

• Let them give feedback about it

• Discuss what is made of 3d shape. (“How many kinds of shape to make 1 3D shapes?”)

• Give them a chance to answer

• Give a conclusion about the lesson

Resources :

• Grit dot paper

• Geometric nets

2nd Meeting

Topic : Geometry Review

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Greet learners.

• Tell learners that they will do a review.

• Share the paper

• Give the explanations about the review.

• Give a chance for them to ask.

• Let the learners do it individually.

• Collect the papers.

Resource : Link/paper will share when online/offline meeting

Online

Topic : Do the exercise!

Learning Objectives :

• Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results

• Recognize the relationship between 2D shapes and identify the differences and similarities between 3D shapes

Activities :

• Ask learners about the previous lesson.

• Tell learners that they will do the exercise.

• Share the link

• Discuss the answers.

Resource : Link will be shared when meeting online

1st Meeting

Topic: Tally Charts

Learning Objectives:

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities:

*Greet learners

*Tell learners that they will learn how to read a tally chart to solve simple put-together, take-apart, and compare problems.

*Give some examples

*Give learners some questions to solve on the whiteboard.

*Share worksheets and let them do it independently.

*Check their work by asking the other students to answer.

Resources:

Worksheets:

counting tally and tally marks

2nd Meeting

Maths (3) Topic: Bar Charts

Learning Objectives:

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities:

• Take a quick poll from students on what their favorite food is.

• Use tally marks, and record results on the board.

• Tell students that today they are going to use data to make bar graphs. Explain to the students that data are facts or statistics that are collected to help us learn more about something. Say, "We can create bar graphs from the data we collect!

• A bar graph is a visual display of bars that compares quantities or numbers."

• Use the data from the board on your favorite food to make a bar graph. Draw the bars on the chart paper to represent student answers. Write the title "Favorite Food" at the top of the graph, and explain to students that bar graphs should include a title.

• Explain to students that bar graphs also need a scale, scale label, categories, and category label.

• Continue completing the bar graph by adding the rest of the labels and the data. *Discuss each part of the graph with your student.

Resource: worksheet

Online

Topic: Tally Charts and Bar Charts Worksheet

Learning Objectives:

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities:

• Greet learners.

• Tell learners that they will do some online exercises.

• Share the link

• Ask learners to do it independently.

• Check the answers.

• Discuss and give a conclusion about the lesson.

Resources:

worksheet 1

worksheet2

1st Meeting

Topic : Bar Charts

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically."

Activities :

• Ask learners to get their booklet, Math's handout.

• Tell learners that they will do the exercise p.102-103.

• Answer the question no.1 in the handout. Make a bar chart according to the information in the book.

• For the questions no.2, learners' need to make a table of the information in the graph then write the answer in the handout.

Resources :

• Cambridge Math Learners' Book page 102-103

• Handout

2nd Meeting

Topic : Bar Charts (cont...,)

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically."

Activities :

• Tell learners' that they will continue the exercise in the book and handout.

• Ask learners to do question no.3.

• Draw the graph for jug A in the handout same like the graph in the book.

• Then draw the graph for jug B in the handout using the same scale like graph jug A.

• Fill in the title, horizontal and vertical axis in the handout.

• Answer the question no.4 based on the information in the graph of jug A and jug B.

• Check learners' answers.

Resources :

• Cambridge Math Learners' Book p.102-103

• Handout

Online :

Topic : Do the exercise!

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities :

• Ask learners about the previous lesson.

• Tell learners that they will do the exercise.

• Share the link

• Discuss the answers.

Resource : Links will be shared when meeting online.

1st Meeting

Topic : Carroll diagrams

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities :

• Tell learners about the topic; Carroll Diagram.

• Give explanations and some examples written on the board.

• Give a chance for them to ask questions related to the topic.

• Ask learners to have a discussion about the Carroll diagram in Math Learners' Book page 38-39.

• Check learners’ understanding and their answers.

Resource : Cambridge Math Learners’ Book page 38-39 and page 106-107.

2nd Meeting

Topic : Venn diagrams

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities :

• Tell learners that they will learn Venn Diagrams.

• Give explanation and the differentiation between Carroll Diagrams and Venn Diagrams.

• Ask learners to try to solve the problem in p.40-41 no.1-2 individually.

• Discuss the answers and continue the next exercise no.3-4 together.

• Ask learners to do the next exercise p.108-109. *Share the answers by asking the learners one by one.

Resource : Cambridge Math Learners’ Book page 40-41 and page 108-109.

Online

Topic : Do the exercises!

Learning Objectives :

• Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labeled in twos, fives, tens or twenties).

• Use ordered lists and tables to help to solve problems systematically.

Activities :

• Greet learners.

• Tell learners that they will do the exercise.

• Ask learners to take the worksheets.

• Let learners do the exercise independently.

• Ask learners to answer the questions by asking them one by one and ask them to give an explanation

• Check learners' answers.

Resource : Worksheet